Rationale of the study
In Vietnam's journey of integration and development, English has become essential for learners Both educators and students are increasingly prioritizing the teaching and learning of the English language.
Many universities now require students to learn English as a core subject, necessitating the development of essential skills such as listening, speaking, writing, and reading There is ongoing debate regarding which of these skills holds the most importance in English learning, with some advocating for the necessity of speaking fluently, while others emphasize the critical role of writing for professional documentation Conversely, some argue that listening is paramount for achieving communication goals However, the writer posits that reading is the most crucial skill, as it not only enhances the other skills but also enriches learners' understanding of the target language Additionally, reading offers numerous benefits in acclimating to a new language, making it a topic of interest for many researchers, including the renowned scholar Grellet.
In 1981, the influential book "Developing Reading Skills" sparked significant interest among Vietnamese authors and researchers regarding reading education Notably, Trang (2005) conducted a study aimed at enhancing reading skills in English for second-year Economics students at Hanoi National Economics University, while Huong (2003) focused on improving English for Specific Purposes (ESP) reading skills for Information Technology students Additionally, Hop (2008) explored the enhancement of reading skills for postgraduate students in her master's thesis, further contributing to the discourse on reading proficiency in various academic fields.
The College of Natural Sciences at VNU is focused on enhancing reading materials, yet there remains a lack of research on teachers' reading techniques despite significant interest from researchers and linguists This gap in research has motivated the author to explore this important area.
As an English teacher at a college in Hanoi, I have observed that both teachers and students struggle to find effective methods for teaching and learning reading skills, particularly in a testing environment focused on grammar and reading comprehension To enhance the learning atmosphere and improve teaching quality, it is essential to investigate new approaches, especially for reading skills Consequently, I conducted a study to identify the most effective reading techniques that can elevate the quality of teaching and learning at HCIE.
That is the reason why my graduate paper is “A study on the teachers’ teaching techniques for improving the reading skills of freshmen at Hanoi College of Industrial Economics”.
Aims of the study
- Investigating the real situation of teaching and learning reading skills for freshmen at HCIE
- Providing some suggested reading teaching techniques for the teachers to help teachers and students teach and learn reading skills more effectively.
Research questions
To reach the above aims, the thesis works to answer two following research questions:
- How reading skills are being taught and learnt at HCIE?
- What reading techniques should be applied to improve the reading skills of freshmen at HCIE?
Scope of the study
This study aims to enhance the reading skills of freshmen at HCIE, specifically concentrating on this group without extending the research to other skills or students from different years or institutions.
Methodology
This study aims to explore the teaching techniques employed by educators to enhance the reading skills of freshmen at HCIE through a survey research approach Data were collected from both students and teachers, supplemented by the researcher’s observations during reading lessons and semi-structured interviews with English teachers.
Significance of the study
In the light of CLT, to find suitable techniques for teaching and learning reading requests a lot of enforce from both teachers and students
An investigation was conducted on the teaching techniques employed by teachers to enhance the reading skills of freshmen at Hanoi College of Industrial Economics The findings of this study are expected to significantly contribute to two key areas.
Firstly, in theory, this thesis once more time approves the reading background It adds into reading skills a strong point to consolidate the teaching reading methodology
This paper serves as a valuable resource for teacher trainers and educators focused on enhancing reading practices It offers insights that English teachers can leverage to reflect on and improve their reading lessons Additionally, researchers interested in classroom dynamics may find the findings useful as a foundation for further exploration aimed at advancing reading instruction for second-year students, both within and outside of HCIE.
Structure of the study
The study includes three main parts:
In the introduction, the author outlines the rationale behind selecting the study topic, articulates the study's objectives, and presents key research questions Additionally, the scope and methodology of the study are defined, emphasizing its significance in the field Finally, the structure of the study is briefly described, providing a roadmap for the reader.
The Development section of the article is divided into three chapters The first chapter provides foundational knowledge about reading skills The second chapter focuses on the teaching techniques employed by instructors to enhance reading skills among freshmen at Hanoi College of Industrial Economics Finally, the third chapter discusses various strategies designed to improve reading skills for these students.
The last part is the Conclusion In this part, the writer gives out the summary, the limitation of the study and the suggestions for the further study.
LITERATURE REVIEW
Definition of reading
Reading is a vital macro-skill in language education, especially in learning English as a foreign or second language This aspect of language acquisition has garnered significant interest from scholars, linguists, educators, and teachers alike.
Reading is a multifaceted concept that varies from person to person, making it challenging to provide a precise definition As Aebersold and Field (1997:5) highlight, "the act of reading is not completely understood nor easily described." This article aims to present a selection of common definitions to offer a comprehensive understanding of what reading entails.
Reading is defined as a psycholinguistic process in which a reader reconstructs a message encoded by a writer, involving three key elements: the writer, the reader, and the text (Goodman, 1981) Contemporary interactive approaches to reading emphasize the crucial role of cognition in the interaction between the reader and the text, suggesting that a reader's prior knowledge and purpose significantly influence their comprehension (McKenna & Robinson, 1993) This perspective aligns with Silberstein's views on the reading process.
In her 1994 work, she highlights that meaning is not solely embedded in the text itself but is instead generated through the interaction between the reader and the text This perspective positions the reader as an active participant in the reading process, where they engage in making predictions and forming expectations based on their prior knowledge, which they then confirm or challenge during their reading experience.
Reading is a multifaceted process, with various scholars offering distinct definitions, each emphasizing different aspects of the activity Despite these differences, a common understanding emerges: effective reading necessitates significant active engagement from readers to uncover the underlying messages within the text.
Reading comprehension
Comprehension is one of key important components of essential reading instruction
In today's digital era, reading is an essential skill that significantly contributes to the teaching and learning of foreign languages It involves the ability to comprehend and accurately interpret written information, making it a crucial tool for effective communication and understanding.
Reading comprehension involves extracting information from a text, encompassing both visual and cognitive tasks As noted by Abbott (1981), the visual aspect requires deciphering the marks on a page, while the cognitive aspect involves interpreting this visual information to derive meaning, rather than merely reciting words.
Grellet (1981:3) states “reading comprehension or understanding a written text means extracting the required information from it as effectively as possible.”
According to Richard and Thomas (1987), reading comprehension is a mental process where the reader interprets the text based on prior experiences This background knowledge is essential for extracting meaning from printed material, as it involves decoding the writer's words to form an understanding of the passage Supporting this perspective, Lenz (2000) emphasizes that reading comprehension is fundamentally about constructing meaning from the text.
A conclusion can be drawn here is that reading comprehension is the process that helps the readers obtain information in a text and understand it appropriately.
The importance of reading in foreign language teaching and learning…
Reading is widely recognized as a crucial skill for students learning a foreign language, and it should be integrated with the development of oral skills in educational programs Carrell (1997:1) supports this notion, stating that for many learners, reading is the most significant of the four macro skills, especially in the context of English as a second or foreign language.
Reading serves as a crucial tool for enhancing learning, stimulating students to engage in speaking, writing, and listening activities It enriches their understanding of grammar and vocabulary, which in turn facilitates better comprehension during lessons Additionally, a solid grasp of new words and structures gained through reading empowers learners to communicate more confidently and naturally Furthermore, writing skills are enhanced by exposure to well-crafted reading materials.
Reading is an essential skill in our technology-driven society, serving as a vital tool for addressing personal and social challenges Print materials are ubiquitous, found in memos, menus, packaging, legal documents, and signage Without the ability to read, individuals would struggle to navigate daily life effectively and behave appropriately in various situations.
Reading in a new language offers valuable insights into the target culture, enhancing learners' understanding of its ways of life, behaviors, beliefs, and thought processes This cultural knowledge plays a crucial role in broadening one's perspective on cross-cultural interactions.
To sum up, reading is a vital skill in learning and teaching a second language.
Teaching reading skills
1.2 1 The objectives and goals of teaching reading
1.2.1.1 The objectives of teaching reading skills
Clearly, everything is done including at least an objective It is the same with reading or teaching reading skills
According to Christina and Mary (1976: 169): “The objectives of teaching reading are self-evident; we read for information and for pleasure.” Totally agreeing with this idea,
Grellet (1981:4) claims that reading consists of two main reasons They are reading for pleasure and reading for information Having the same opinion, Heidi (1998) says that:
Reading serves a specific purpose, whether to acquire new information, confirm prior knowledge, or evaluate a writer's ideas and style Additionally, individuals may read for pleasure or to deepen their understanding of various texts.
A study by Greany and Neuman (1990) investigated children's motivations for reading by administering questionnaires to thousands of 10- and 13-year-old students across 15 countries The findings revealed three primary factors: "utility," "enjoyment," and "escape." Utility refers to reading as a means to achieve success in school or life, enjoyment signifies reading for pleasure and interest, while escape denotes reading as a way to pass the time or avoid boredom.
Each level of reading serves distinct objectives According to Christina and Mary (1976: 169), the primary goals at the elementary level are twofold: first, to introduce essential grammar patterns and vocabulary within context, and second, to reinforce this foundational knowledge through reading practice.
In short, clarifying the particular objectives of teaching reading is an important job that helps to guide both teachers and students to go for the right way
1.2.1.2 The goals of teaching reading skills
Sadoski (2004) identifies three key domains in education: the psychomotor domain, the affective domain, and the cognitive domain These domains play a crucial role in the teaching and learning process, including the development of reading skills.
The psychomotor domain integrates mental and physical skills, exemplified by activities like walking, swimming, and dancing In contrast, the affective domain encompasses attitudes and values, illustrated by positive responses to success, healthy habit adoption, and ethical decision-making Lastly, the cognitive domain focuses on intellectual abilities, including information recall, comprehension, and critical thinking skills such as analysis and evaluation Together, these three domains—psychomotor, affective, and cognitive—represent essential aspects of learning and personal development.
In teaching reading skills, goals were established across the affective and cognitive domains, with the psychomotor domain excluded The affective domain focuses on developing positive attitudes towards reading and fostering personal interests in the activity Cultivating a positive attitude involves boosting readers' confidence and encouraging them to face challenges without fear of failure Additionally, fostering personal interest in reading enhances motivation and promotes self-understanding and critical judgment regarding reading choices The cognitive domain emphasizes using reading as a problem-solving tool, as reading is essential in everyday life, from understanding instructions to navigating various texts Finally, developing fundamental reading competencies at progressively higher levels of independence serves as a foundational goal, enabling learners to achieve greater success in their reading endeavors.
Stage 0, Pre-reading (0–grade 1):developing concepts about print; recognizing print in the environment; learning some letters and words
Stage 1, Initial Reading or Decoding (grades 1–2): learning letters and letter combinations and their correspondence with parts of spoken words; learning to crack the code
Stage 2, Confirmation, Fluency, Ungluing from Print (grades 2–3): learning more about decoding; using context to increase fluency and rate; reading simple stories and beginners’ books
Stage 3, Reading for Learning the New: A First Step (grades 4–8): learning to read begins to shift to reading to learn; developing vocabulary and knowledge; beginning to use subject area textbooks
Stage 4, Multiple Viewpoints (high school): dealing with more mature texts that introduce varying viewpoints and more challenging concepts; more independent reading
Stage 5, Construction and Reconstruction- A World view (college and adult): more advanced and discriminating reading; constructing knowledge on a high level of abstraction and generality; varying purposes and rate; critical reading
Establishing clear goals in teaching reading is essential for readers of all ages to become wiser and more effective By setting these goals, educators can envision an ideal reading class environment and provide a conceptual foundation for understanding the purpose of reading instruction.
1.2.2 The reading teaching/ learning approaches
Sadoski (2004) identifies three essential approaches to teaching and learning along the continuum of instruction and education: program-controlled, teacher-controlled, and reader-controlled teaching/learning These methods outline how educators guide readers in their learning processes.
In program-controlled teaching/learning: the program is dominant and the teacher and the reader are subordinate
In teacher-controlled teaching and learning, the teacher holds a dominant role, while the program and readers are secondary This approach allows educators to set the learning conditions based on their training, experience, and professional judgment Consequently, instructional materials and programs are utilized according to these determinations, placing readers in a subordinate position within the learning process.
In reader-controlled teaching/learning: the reader is dominant and the teacher and the program are subordinate
Elba (2006:8) outlines three prevalent teaching reading approaches widely used today: the bottom-up approach, the top-down approach, and the interactive approach.
The bottom-up approach emphasizes the essential skill of connecting sounds with corresponding letters, syllables, and words on a page This method is closely linked to phonics, a teaching strategy that guides learners in systematically matching letters to their sounds.
The top-down approach emphasizes the importance of a reader's background knowledge in understanding written texts, aligning with schema theory This theory illustrates how a learner's prior knowledge and experiences are essential for interpreting a text Consequently, both the reader's existing knowledge and linguistic skills significantly influence the construction of meaning from the text.
The interactive approach emphasizes the interplay between bottom-up and top-down processing skills, where both processes occur simultaneously Comprehension relies on the integration of graphic information and the reader's memory However, understanding can be hindered by a lack of critical judgment or effective interpretative strategies.
The ongoing debate regarding the validity of different approaches in ESL/EFL pedagogy has seen the top-down approach dominate for many years As noted by Carrell (1988), the field is significantly shaped by top-down processing perspectives Elba (2006) outlines three key stages of activities that are commonly employed to activate and enhance students' schemata.
Before reading, it's essential for teachers to ensure that students possess the necessary background knowledge to comprehend the text This can be accomplished by encouraging students to think, write, and discuss their existing knowledge on the topic Techniques like prediction, semantic mapping, and reconciled reading can effectively facilitate this process.
Factors affecting teaching and learning reading
As stated above, teaching reading involves three parties which are the printed text, the reader/ student and the teacher These parties significantly affect teaching and learning reading process
Texts are essential in teaching and learning reading, as they introduce new lexical, phonetic, and grammatical elements Additionally, they enrich students' background knowledge, enhancing their overall comprehension and engagement with the material.
Billow (1982) emphasizes that textbooks serve as a bridge to the fascinating and often elusive aspects of language, catering to a child's imaginative spirit and insatiable desire for knowledge.
Selecting appropriate reading texts is crucial in teaching reading effectively It's essential to avoid texts with marked dialects, slang, or outdated language To maintain high interest levels, educators should solicit student feedback on reading selections and remove any that do not engage them Additionally, the content should align with students' cultural values, as reading material that resonates ideologically tends to be more accessible, especially in the initial stages of learning.
When selecting texts for students, the most crucial factor is matching the reading difficulty to their proficiency levels While simplified vocabulary and syntax are still essential for beginners, there is a growing trend towards using more complex texts that reflect the intricacies of advanced written English Despite the wide range of reading difficulty levels, accurately assessing them can be challenging, as existing formulas have not proven very effective The cloze test has emerged as the most reliable method for determining reading difficulty levels.
Reading texts is essential for guiding teachers in their instruction, as students have numerous concepts to learn Textbooks serve as valuable resources that help educators identify key areas of focus in their teaching Without these texts, both teachers and students would struggle to understand what to teach and how to learn effectively.
Students play a crucial role in the teaching and learning process, serving as both the subject and object of education According to Nutall (2000: 33), they fulfill several key roles during reading lessons, highlighting their importance in the overall educational experience.
Taking an active part in learning: Students have to be active and take charge of what they do
Monitoring comprehension: Students need to understand how texts work and what they do when they read
Learning text talk: Students have to learn how to carries on a dialogue with the text
Taking risk: Student have to take the risk of making mistakes because a mistake is an opportunity to learn
Learning not to cheat oneself: Students who do not want to learn to read can easily cheat but they are cheating themselves In fact they are wasting their opportunities
In a reading lesson, students are central to the learning process, as their active participation is crucial for grasping the text's meaning Engaging fully from the start allows them to accumulate knowledge and deepen their understanding However, students may encounter challenges such as idioms, proverbs, or insufficient background knowledge, leading to inevitable mistakes These errors, while frustrating, provide valuable learning opportunities, enabling students to enhance their comprehension through reflection on their experiences.
In addition, making mistakes help learners who are not interested in reading learn more confidently and motivate them to read more to eraser their errors
Linguists widely recognize that the teacher plays a crucial role in reading lessons, serving not only as an instructional expert and organizer but also as a manager, counselor, and model reader According to Nuttall (1982:192), the teacher's multifaceted role is essential for effective reading instruction.
Teachers should prioritize two key aspects when supporting their students: offering appropriate materials and implementing effective teaching activities.
Choosing the right text is crucial for teachers, as it significantly impacts student engagement and motivation Lengthy or complex texts can lead to boredom and disinterest, while engaging materials that align with students' needs can inspire them to read more and absorb information effectively.
Effective reading comprehension instruction involves not only well-crafted texts but also appropriate activities Teachers focus on three key phases: pre-reading, while-reading, and post-reading In the pre-reading phase, the teacher acts as an instructional expert, preparing students for the content they will engage with During the while-reading phase, the teacher takes on the roles of organizer, manager, and counselor, providing support as needed Finally, in the post-reading phase, the teacher serves as a model reader, encouraging students to articulate their thoughts and insights about the text.
To sum up, the role of the teacher in a reading lesson is undeniable Without help from the teacher, it is difficult for the students to be efficient readers
This chapter explores essential aspects of reading skills, including the fundamental concepts of reading, reading comprehension, and the various factors influencing the teaching of these skills It outlines the objectives and goals of reading instruction while highlighting effective techniques employed by educators to enhance students' reading abilities.
THE STUDY
An overview of Hanoi College of Industrial Economics
Hanoi College of Industrial Economics, originally a small vocational training school, transitioned to a college in 2006 It is situated in two locations: Cau Giay district and Thanh Tri district.
Currently, the college consists of six faculties: Economics, Information Technology, Law, Physical Education, Accounting and Foundation Every year, there are about
HCIE has welcomed 3,000 new students this year, bringing the total enrollment to nearly 6,000 across 85 classes, supported by approximately 250 teachers and staff English is a core subject within the Foundation faculty and is mandatory for all students across the college's various faculties.
The newly established college presents significant challenges for both teachers and students Classes often exceed 70 students, creating an overcrowded environment that hampers effective English learning Additionally, the college's resources are lacking, with an inadequate library that fails to offer sufficient English reference materials and no dedicated lab room for practicing listening and speaking skills Furthermore, students lack opportunities to engage with native speakers, limiting their ability to enhance their English proficiency.
Teachers and teaching methods
Obviously, the role of teachers and the way of their teaching have great influences on students and play a key role in a successful implementation of curriculum objectives
HCIE employs nineteen English teachers, ranging in age from their mid-twenties to late forties, with two-thirds holding a Master's degree or currently pursuing postgraduate studies While most teachers are energetic and dedicated to their roles, many, particularly the younger ones, lack extensive teaching experience, which may lead to challenges in selecting and implementing effective teaching methods.
At HCIE, the preferred English teaching method is Grammar-Translation, which emphasizes accuracy and a thorough analysis of grammar rules In this approach, teachers predominantly speak, guiding students to read and scan texts to identify new vocabulary and structures Students then write these down on the board for further explanation and translate the text into Vietnamese, with minimal encouragement to infer meaning from context This passive learning environment often results in a lack of motivation and limits student engagement in lessons Consequently, there is a pressing need to adopt a more suitable teaching method that aligns with students’ interests and enhances their reading skills.
Students and their background English knowledge
At HCIE, English learners aged 18 to 22, primarily female students, have varying levels of English proficiency despite having studied the language for three years in high school.
Many students in Vietnam's rural areas view English as less essential compared to their urban counterparts, leading to significant challenges in the classroom These challenges stem from variations in individual abilities, learning styles, attitudes, and motivation among students.
At HCIE, the attitude toward learning English significantly impacts students' engagement, as it is often viewed as a less important subject compared to others This perception leads to a lack of dedication, with students rarely preparing lessons at home or reviewing material consistently To effectively implement the curriculum's objectives, it is essential to shift learners' attitudes towards English Urgent actions are needed to enhance the quality of English education by adopting a learner-centered approach.
Teaching materials
Materials are essential tools that facilitate language learning, encompassing a wide range of resources such as textbooks, workbooks, audio cassettes, CD-ROMs, videos, photocopied handouts, newspapers, and even written content on whiteboards (Tomlinson, 1998) Their significance in the teaching and learning process of a language cannot be overstated, as they enhance engagement and comprehension.
At HCIE, students typically engage in a two-year English learning program During the first year, they focus on general English using the textbook "New Headway – Pre-intermediate" by John and Liz Soars (2000) In their second year, the curriculum shifts to English for Specific Purposes (ESP), utilizing a course book developed by the college's English teachers.
In the first year, students engage in 150 periods of English instruction across two semesters, completing twelve units in the NHWP course book, which enhances their general English knowledge and integrates the four language skills at an above elementary level In the second year, the curriculum shifts to an English for Specific Purposes (ESP) course, consisting of six lessons over 30 periods, with a primary focus on developing reading skills.
Freshmen at HCIE exhibit varying levels of English proficiency, as no entrance test is administered to assess their skills This lack of assessment leads to challenges in teaching and learning English After a year of reading instruction, students are expected to acquire fundamental skills necessary for their subsequent English for Specific Purposes (ESP) course Consequently, mastering reading is crucial for their academic success in the following year.
The reading texts in the course book are designed for pre-intermediate students, averaging 400 words in length, ensuring they are suitable for this level The language and grammar structures used are simple and clear, aligning with the grammatical syllabus for lower-level learners before they progress to intermediate or upper-intermediate levels Additionally, the book features a diverse range of reading topics that correspond to the theme of each unit, making the content relatable and familiar to the students.
1- communication, Unit 4- going shopping, Unit 7- famous couples, etc However, the contents of the text are out of date, because this course book is the second edition which was published 14 years ago Moreover, some of the texts contain a lot of new words that cause difficulty for the students to understand the text fully.
The study
The survey is conducted with 10 English teachers and 100 freshmen of the college All the students are randomly chosen in four different classes
Among 10 teachers of English in Foundation faculty participating in the survey, three of them hold M.A degrees; three are pursuing the master course in ULIS, VNUH and OU Their ages are from 26 to 45, and all of them have experienced teaching English for at least 3 years
A study involving 100 college freshmen was conducted, with participants having studied English for a minimum of three years in high school The students were from four different classes: CKX12.3, CKX12.8, CKT12.6, and CKT12.10 They provided responses based on their personal experiences.
In order to find out the research results, three kinds of instruments were applied including: survey questionnaire, observation and semi-interview
A survey was conducted involving both students and teachers, utilizing a questionnaire divided into three key sections for students The first section assessed students' attitudes toward the course book, while the second focused on their perceptions of reading activities and the teacher's techniques during reading lessons The final section gathered students' opinions on teachers' teaching methods and preferred techniques Similarly, the questionnaire for teachers aimed to gather insights into their attitudes toward teaching materials and the frequency of their use of various reading instruction techniques.
During the reading lesson, the teacher utilized observation to gather important insights on student engagement and instructional techniques This observation concentrated on the methods used in the three reading phases and noted shifts in student attitudes throughout the lesson The techniques were subsequently categorized into four effectiveness levels: very effective, effective, not very effective, and not effective at all.
The semi-interview method emerged as the third most favored instrument, aimed at gaining deeper insights into the research questions Five teachers were interviewed to discuss the effectiveness of various teaching techniques, the challenges they faced in implementing these methods, and the solutions they devised to overcome these difficulties.
All these instruments of collecting data are presented in the appendices
The researcher carried out the data collection through three phases
In the initial phase of the study, meticulously prepared questionnaires were distributed to 10 teachers and 100 freshmen To encourage participation, students were asked to complete the surveys during class time, allowing them to seek clarification on any ambiguous questions and ensuring immediate return of the completed forms Additionally, English teachers were invited to fill out the questionnaires, with a two-day deadline set to ensure they provided detailed and accurate information.
In the second phase of the research, data collection focused on observation, where detailed notes were taken to document all differences and changes The researcher systematically recorded these findings in checklists for thorough analysis.
The final phase involved gathering insights from semi-structured interviews with five teachers, focusing on their experiences in teaching reading The collected responses highlighted the challenges they faced and the strategies they implemented to overcome these difficulties.
The analysis of data gathered from survey questionnaires, observations, and semi-structured interviews revealed the current state of teaching and learning reading skills, as well as effective reading instruction techniques Based on these findings, the researcher provided recommendations aimed at enhancing reading skill development in educational settings.
Data analysis
In this part, the author presents the data analysis collected from questionnaires for
A study involving 100 students and 10 teachers analyzed attitudes towards the course book, reading activities, and teaching techniques through classroom observations and interviews with five teachers The data, categorized into students' and teachers' perceptions, preferences for teaching methods, and the frequency of reading techniques used, were manually analyzed using descriptive statistics and presented in tables Additionally, the findings from observations and semi-structured interviews with teachers were discussed to provide deeper insights into the educational dynamics.
2.3.1.1 Students’ and teachers’ attitude toward the course book
Table 1: Students’ and teachers’ attitude toward the course book
Topics of the texts Ts 0 60 30 10 0 x
Contents of the texts Ts 0 10 70 20 0 x
Length of the texts Ts 0 20 60 20 0 x
A survey on reading texts revealed a significant disparity between teachers and students regarding their perceptions While 60% of teachers found the textbook texts interesting, only 24% of students shared this sentiment Additionally, 30% of teachers and 38% of students viewed the topics as neutral A notable 31% of students described the reading materials as boring or very boring, in contrast to just 10% of teachers who felt the same way Furthermore, no teachers considered the topics to be very interesting, and 7% of students disagreed with the overall assessment of the texts.
The analysis of text content reveals a significant disparity in perceptions between teachers and students While only 2% of students found the content very difficult, 10% of teachers shared this sentiment A notable 43% of students considered the content difficult, contrasting with 70% of teachers who viewed it as neutral Additionally, only 32% of students agreed with this neutral assessment, while 23% of students and 20% of teachers described the content as short or very short.
A significant disparity exists between students and teachers regarding the perceived length of reading texts, with 54% of students finding them long compared to only 20% of teachers While 60% of teachers view the texts as neutral in length, only 11% of students agree with this perspective Additionally, 20% of teachers and 32% of students believe the reading materials are short or very short.
Statistics reveal that 65% of students read in English for exercises, a view shared by 70% of teachers Additionally, 27% of students aim to expand their vocabulary and grammatical structures, while only 20% of teachers concur Only 15% of students read to develop language skills, with no teachers supporting this notion Furthermore, 9% of students and 10% of teachers believe reading is for information, while reading for pleasure ranks lowest, with just 3% of students participating, and teachers asserting that no students read for enjoyment.
2.3.1.2 Students’ attitude toward reading activities and the teaching techniques
Table 2: Students’ attitude toward the reading activities
The way to read the text 14 86 x x x x
Activities in reading the text 10 14 3 2 71 0
Table 2 reveals that only 26% of students prepare for lessons thoroughly, while a significant 56% do not prepare carefully at all, and alarmingly, 18% attend class without any preparation.
According to Table 2, 60% of students are familiar with pre-learning new vocabulary, while 15% engage in brainstorming activities Additionally, 12% of students utilize the title, headings, subheadings, and the first and last sentences to aid their understanding Only 8% predict the content before reading, and a mere 5% consistently establish clear reading goals.
The data from table 2 shows that 14% of students read the text aloud while 86% of them use silent reading
According to the findings in Table 2, the most favored activity during the while-reading phase is answering comprehension questions, with 71% of students participating Scanning for detailed information follows at 14%, while skimming for main ideas accounts for 13% Only a small percentage, 5%, of students engage in predicting and inferring.
In addressing unfamiliar words or structures, half of the students (50%) turn to dictionaries for comprehension, while 10% choose to ignore them A small percentage (3%) admit they often halt their reading when confronted with numerous unfamiliar terms Notably, none of the students reported attempting to deduce meanings from context or by using synonyms, antonyms, or affixations However, 37% indicated that they benefit from guidance provided by their teachers.
The post-reading phase is crucial for helping students consolidate their learning, with 85% of them translating the text into Vietnamese after reading A smaller percentage engage in alternative activities: 7% discuss the text, 4% write a short paragraph related to it, and 3% summarize the content, while only 1% participate in activities like role play or debate.
2.3.1.3 Students’ opinions about teachers’ teaching methods and preferring techniques
Table 3: Students’ attitude toward the teacher’s techniques and preferring techniques
According to the data presented, only 21% of students believe that the reading lesson method is effective, while a significant 64% consider it to be not very effective Alarmingly, 15% of students assert that the teaching method is completely ineffective.
When being asked which techniques they want their teachers to use in teaching a reading lesson, all of the students choose all suggested techniques
2.3.1.4 Teachers’ frequencies of using the reading teaching techniques
Table 4: Teachers’ techniques in a reading lesson
Table 4 highlights teachers' perspectives on general techniques for teaching reading lessons It reveals that a significant majority, 70%, frequently integrate reading skills with speaking, listening, or writing skills, while 30% occasionally employ this approach Notably, none of the teachers indicated that they always or never use this technique in their reading instruction.
The effectiveness of combining skills in teaching reading skills has been evaluated, revealing varied opinions among teachers According to the results, 40% of teachers find this technique effective, while 50% consider it not very effective Additionally, 10% of teachers believe it is not effective at all, and none of the teachers report that it is always effective in their lessons.
Table 5: Teachers’ responses concerning Pre-reading activities
1 using games to introduce the text 0 30 60 10
4 clarifying the instructions of the text 80 20 0 0
5 asking students to predict the content by using their background knowledge
6 setting up a clear goal for students 50 40 10 0
7 using visual aids to introduce the text 0 40 60 0
8 giving a brief introduction to the text 20 60 20 0
The survey questionnaire aims to explore the pre-reading activities employed by English teachers when introducing reading texts Table 5 presents eight specific activities related to this practice, along with the teachers' responses to each question.
The table reveals that in reading lessons, the most commonly employed technique is pre-teaching with guiding questions, utilized by 90% of teachers Additionally, 80% consistently pre-teach new vocabulary and clarify text instructions This trend likely stems from the traditional nature of these methods and the observed challenges students face with limited vocabulary and contextual understanding Teachers aim to equip students with essential words to facilitate their reading comprehension Other strategies, such as posing pre-reading questions and encouraging brainstorming of relevant words and ideas, are used occasionally Conversely, less frequent techniques, like games or visual aids, are often overlooked due to the time required for preparation and their perceived lack of motivation.
Table 6: Teachers’ responses concerning while-reading activities
9 skimming to get the main ideas 30 50 20 0
10 scanning to get the specific information 20 60 20 0
11 guessing the new words in the contexts 50 40 10 0
13.reading orally and answering the comprehension questions
14 assigning the students to read at home then work the comprehension questions in class
15 engaging the students in reading silently then asking them questions
16 integrating the prior knowledge by recalling the pre-reading
Summary
In this chapter, the author carries out the research through three kinds of instruments including survey questionnaires among 100 freshmen and 10 English teachers, class observation and informal interview
A recent survey reveals a shared perspective among teachers and students regarding the purpose of reading, with both groups agreeing that it primarily serves comprehension exercises However, notable differences emerge in their views on the course book: teachers find it engaging with interesting topics and appropriate length, while students perceive it as containing neutral topics, difficult content, and being overly lengthy Discrepancies also exist in the activities conducted during reading lessons; students report rarely predicting content and desire clearer instructions and lesson objectives, whereas teachers assert they consistently encourage predictions and clarify instructions In while-reading activities, students indicate they are not frequently asked to skim, scan, or infer meanings, contrary to teachers' claims of regularly incorporating these strategies Finally, while students often rely on translation techniques for post-reading tasks, teachers emphasize the importance of summarizing the main ideas of the text.
Concerning to the supplementary texts, both teachers and students have the same opinion that they are not used effectively that is why they are used less in reading lessons
Classroom observations indicate that in overcrowded settings, students with lower reading skills benefit from specific techniques like using visual aids, skimming for main ideas, and scanning for detailed information Additionally, integrating these techniques with speaking and writing can enhance comprehension However, strategies such as context guessing and inferring often lead to confusion and hinder students' understanding of the text.
The semi-interview results reveal that teachers prefer traditional methods, such as pre-teaching vocabulary and translation techniques, due to challenges like passive students, poor teaching conditions, overcrowded classrooms, and ineffective strategies These traditional approaches are time-efficient and easily applicable in the context of HCIE Additionally, teachers express a desire to update reading materials, utilize familiar techniques, enhance teaching conditions, and adopt new methods to improve the effectiveness of reading skill instruction.
RECOMMENDATIONS
To the students
From the findings of the research, some of suggestions that the students should take in consideration
Preparing lessons in advance is essential for effective learning Students should familiarize themselves with the topics to be covered, including any new vocabulary or complex grammar structures This preparation enhances their engagement and comprehension during class, making it easier to grasp the material being taught.
Applying effective reading techniques, such as skimming and scanning, can significantly enhance students' comprehension of texts Students should consistently utilize these strategies to navigate content efficiently Additionally, the guessing technique is invaluable; learners can deduce the meanings of unfamiliar words or phrases through context clues, synonyms, antonyms, and the use of affixes and suffixes By embracing these methods, students become more confident and engaged in their learning process Furthermore, reducing reliance on dictionaries and minimizing inquiries to teachers about word meanings fosters a more active learning environment Constantly looking up words can be time-consuming and hinder retention, while asking teachers can disrupt the class and lead to passivity Therefore, mastering the guessing technique is essential for improving vocabulary acquisition and overall learning outcomes.
Homework is essential for students to deepen their understanding of lessons After each class, reviewing the material helps reinforce key concepts, including important new information that should be remembered Writing a short essay on related topics not only consolidates new vocabulary but also allows students to practice using the structures they have learned, enhancing retention Additionally, utilizing a dictionary to verify guessed meanings and proper usage of terms is crucial for mastering the language.
Following the above techniques, it is sure that students are able to train themselves to be good readers Applying them regularly, students will make remarkable progress in reading skills.
To the teachers
Based on the research findings, the author highlights two crucial aspects: techniques that teachers should avoid in their reading lessons and strategies that should be implemented more frequently.
In reading lessons, teachers should avoid certain techniques that hinder student progress Firstly, many students favor silent reading, making loud reading impractical in crowded classrooms, as it creates noise that disrupts both teaching and learning Secondly, the use of inference techniques is discouraged, as they pose challenges even for higher-level students, requiring skills that pre-intermediate learners have yet to develop Lastly, supplementary texts are deemed ineffective by both students and teachers, suggesting that their introduction is unnecessary Therefore, educators should focus on strategies that align with students' preferences and abilities for more effective reading instruction.
To enhance reading skills among freshmen, teachers should incorporate both traditional and alternative teaching techniques While methods such as pre-reading questions, silent reading, and comprehension exercises are foundational, integrating visual aids can significantly boost student interest and motivation without requiring extensive preparation time Additionally, incorporating games, such as "The faster is the winner," has proven effective in engaging students and creating a lively classroom atmosphere that encourages active participation Another recommended technique is guessing, which can involve deducing meanings of new words and structures from context, utilizing synonyms and antonyms, or exploring affixes and suffixes These strategies collectively foster a more dynamic and effective learning environment.
As mentioned above, this technique is beneficial because it does not disturb the students in the reading process but it makes the students more confident in learning
Enhancing students' vocabulary is best achieved through integrated learning, as it facilitates easier acquisition and longer retention of new words Moreover, combining reading with speaking and writing significantly boosts students' reading skills Therefore, educators should incorporate these methods more frequently in their lessons.
To the authorities
The researcher emphasizes the crucial role of authorities in enhancing the overall quality of English education, with a specific focus on improving reading instruction at HCIE.
Freshmen at HCIE are randomly assigned to English classes based on their preferences, without taking an entrance test to assess their English proficiency This approach creates challenges for both teachers and students during the teaching and learning process To address these issues, it is recommended that authorities implement a placement test to group students by their skill levels Additionally, reducing class sizes to around 30 students, rather than the current average of over 70, would enhance the learning experience Lastly, updating the course materials is essential; transitioning to a more current textbook, such as the fourth edition of New Headway pre-inter, would provide more engaging content across various skills, making lessons more effective.
To enhance English teaching and learning, it is essential to update the library's collection of English books, magazines, and newspapers, providing both teachers and students with diverse resources Additionally, sending teachers to specialized short courses focused on reading skills will enable them to refine their teaching methods and stay current with educational practices Furthermore, HCIE authorities should improve classroom conditions by installing projectors in all classrooms for effective use of visual aids, and by creating well-equipped lab rooms with computers and projectors, facilitating quicker access to lessons and motivating students in their learning journey.
Summary
Teaching reading to enhance the skills of freshmen at HCIE involves several key considerations The previously discussed principles are essential, but they must be tailored to fit specific contexts, languages, and the varying abilities of students.
Teaching reading presents significant challenges This paper aims to offer recommendations for students, teachers, and authorities at HCIE to enhance reading instruction The researcher hopes these suggestions will aid teachers in effectively improving the reading skills of freshmen at HCIE.
This paper investigates the current state of teaching and learning reading skills for freshmen at HCIE, aiming to provide effective reading techniques for educators It addresses two key research questions: (1) How are reading skills taught and learned at HCIE? and (2) What reading techniques can enhance the reading skills of freshmen? The research findings offer valuable insights and recommendations for both teachers and students to improve reading proficiency.
Research findings indicate that reading instruction at HCIE remains predominantly passive, with a reliance on translation and comprehension questions, while teachers infrequently implement Communicative Language Teaching (CLT) techniques such as prediction and integrating reading with other skills Additionally, students often come unprepared for reading lessons and heavily depend on their teachers for assistance Despite teachers' efforts to employ effective strategies, the outcomes do not meet their expectations.
To enhance the reading skills of freshmen at HCIE, several recommendations are proposed for students, teachers, and authorities Students should actively prepare for classes by reviewing lessons and employing techniques that foster engagement and confidence, such as predicting content and composing essays using new vocabulary Teachers are encouraged to move away from loud reading and supplementary texts, instead adopting Communicative Language Teaching (CLT) methods that incorporate visual aids, games, and context-based guessing Lastly, HCIE authorities should consider grouping students by English proficiency, reducing class sizes, updating course materials, and offering professional development opportunities for teachers to refine their reading instruction methods and improve overall teaching conditions.
This study aims to provide valuable insights for both teachers and students The research highlights several debatable points, and the author welcomes feedback and contributions to enhance the thesis further.
2 The limitations of the study and suggestions for further study
In any research papers, limitations are unavoidable The study presented in this minor thesis is of no exception
Firstly, the number of 100 freshmen is not sufficient enough for the researcher to have precise judgments
Secondly, not all the suggested techniques for teaching and learning reading are experimented properly, so the researcher cannot draw a conclusion of the effectiveness
The primary aim of this survey is to identify effective teaching techniques that enhance reading skills A significant challenge in this study is the lack of comparative analysis on which techniques are most effective, less effective, and the optimal timing and methods for their implementation to achieve maximum results.
Despite its limitations, the writer believes this research is somewhat successful, offering valuable insights for teaching reading to freshmen While it is a small-scale study, further research employing additional methods such as field notes, logs, journals, or extending the study duration and scale could strengthen and validate these findings, thereby addressing the study's limitations.
1 Abbott et al (1981) The teaching of English as an international language
2 Aebersold, J and Field, M (1997), From Reader to Reading Teacher: Issues and strategies for second language classrooms Cambridge University Press
3 Billow (1982) The techniques of language teaching New York: Longman
4 Carrell, P L (1988) “Interactive text processing: Implications for ESL/ Second
Language reading classrooms.” In Carrell, PL., Devine, J And Eskey, D.E
(eds.) Interactive Approaches to Second Language Reading Cambridge: Cambridge University Press
5 Chall, J S (1996) Stages of reading development (2nd ed.) Fort Worth, TX:
6 Christina Bratt Paulston and Mary Newton Bruder (1976).Teaching English as a second language: Techniques and procedures Winthrop Publishers, Inc.,
7 Elba Villanueva de Debat, Applying current approaches to the teaching of reading, 2006 Number 1, English teaching forum
8 Goodman, K (1971) “The reading process” in Carrel, P.L., Devine, J and Eskey D.E (eds.) Interactive approaches to second language reading
9 Greaney, V & Neuman, S B (1990) The functions of reading: A cross-cultural perspective Reading Research Quarterly, 25, 173–195
10 Grellet, F (1981) Developing reading skills: A Practical guide of reading comprehension exercises Cambridge: Cambridge University press
11 Hop, N.T (2008), Improving reading skills of Post Graduate Students at College of Natural Sciences, VNU by Developing the reading materials.VNU,
Hanoi University of Languages and International Studies, Hanoi MA thesis
12 Huong, L.T T.(2003),A study on how to improve ESP reading skills for the students of Information Technology VNU, Hanoi University of Languages and
International Studies, Hanoi.MA thesis
13 Heidi Byrnes, “Reading in the beginning and intermediate college foreign language class” in Modules for the professional preparation of teaching assistants in foreign languages (Grace Stovall Burkart, ed.; Washington, DC:
14 Jonh and Liz Soars (2000) New Headway, pre-intermediate Oxford: Oxford university press
15 Lenz K (2000).Reading in the language classroom Oxford: Mac Millian Publisher
16 National Capital Language Resource Center (NCLRC) (n d.).The essentials of language teaching Retrieved October 23, 2013 from http://nclrc.org/essentials
17 Nuttall, C (1992) Teaching reading skills in a foreign language Oxford: Heinmann
18 Nuttall, C (1996) Teaching reading skills in a foreign language Oxford:
19 Richard Yorkey (1970).Study skills for students of English as a second, language New York: McGraw-Hill, citing Francis P Robinson, p.130
20 Richard, J C and Thomas, R (1987) Being an effective reader Harper and
21 Sadoski, Mark (2004) Conceptual foundations of teaching reading New York: The Guilford press
22 Silberstein, S (1994) Techniques and resources in teaching reading Oxford: Oxford University
23 Tomlinson, B (1998), Materials development in language teaching, Cambridge University Press
24 Trang, N T (2005) A study on how to improve the teaching of reading English in Economics to the 2 nd year students at Hanoi national Economics University
VNU, Hanoi University of Languages and International Studies, Hanoi MA thesis
This survey questionnaire aims to assist my thesis titled "A Study on Teachers' Teaching Techniques for Enhancing Reading Skills of Freshmen at Hanoi College of Industrial Economics." Your participation is crucial for the success of my research, and all responses will be utilized solely for academic purposes.
Please circle the appropriate options to respond to each statement or question and answer the questions as accurately and frankly as you can
Thank you for your cooperation
1 What do you think about the reading topics in the course book “New headway- Pre intermediate”? a very interesting b interesting c neutral d boring e very boring
2 What do you think about the contents of the texts? a very difficult b difficult c neutral d easy e very easy
3 What do you think about the length of the text in each lesson? a very long b long c neutral d short e very short
4 What do you think your students read the English texts for? a pleasure b doing exercises c gaining the language knowledge d enriching grammar and vocabulary e improving other skills f other:
5 Do you often combine teaching reading skills with other skills? a always b often c sometimes d never
6 How effective do you think of combining reading with other skills? a very effective b effective c not very effective d not effective at all
7 Which of the following Pre-reading activities do you use in reading lesson?
Pre-reading activities always sometimes rarely never
1 using games to introduce the text
4 explaining the instructions of the text
5 asking students to predict the content by using background knowledge
6 setting up a clear goal for students to read
7 using visual aids to introduce the text
8 giving a brief introduction to the text
8 Which of the following While-reading activities do you use in reading lesson?
While-reading activities always sometimes rarely never
9 skimming to get main ideas
10 scanning to get specific information
11 guessing new words in the contexts
13 reading orally and answering comprehension questions
14 assigning students to pre-read at home and work on comprehension questions in the class
15 engaging students in reading silently then asking them questions
16 integrating the prior knowledge by recalling the pre-reading
9 Which of the following Post-reading activities do you use in reading lesson?
Post-reading activities always sometimes rarely never
18 writing on topics relevant to the reading text
19 discussing on the topics for supplementary reading
22 giving similar reading task(s) to students
10 How often do you use supplementary texts? a always b usually c sometimes d rarely e never
11 How effective do you think of using supplementary texts ? a very effective b effective c not very effective d not effective at all
This survey questionnaire aims to assist in my thesis titled "A Study on Teachers' Teaching Techniques for Enhancing Reading Skills of Freshmen at Hanoi College of Industrial Economics." Your participation is crucial for the success of my research, and please be assured that all responses will be utilized solely for academic purposes.
Please circle the appropriate options to respond to each statement or question and answer the questions as accurately and frankly as you can
1 What do you think about the reading topics in the course book “New headway- Pre intermediate”? a very interesting b interesting c neutral d boring e very boring
2 What do you think about the contents of the texts? a very difficult b difficult c neutral d easy e very easy
3 What do you think about the length of the text in each lesson? a very long b long c neutral d short e very short
4 What do you read the English texts for? a pleasure b doing exercises c gaining the language knowledge d enriching grammar and vocabulary e improving other skills f other:
5 How do you prepare your lesson before going to class? a very careful b careful c not very careful d no preparation
6 Which techniques do you often use in Pre-reading phase? a predict the content of the reading text b glance at the title, heading, subheading, the first and the last sentence c set up a clear goal for students to read d do brain storming e pre-learn new words f other:
7 How do you often read the texts? a reading aloud b reading silently
8 Which techniques are you often asked to read the texts? a skimming b scanning c predicting d inferring e answering the questions f other:
9 When you have some new words or structures, what do you do? a look them up in the dictionary b guess the meaning from the context or by synonyms, antonym or affixations, etc c ignore them d ask your teacher e stop reading f other:
10 What do you do after you read? a summarizing the text orally b translating into Vietnamese c discussing the topic d writing a short paragraph related to the text e other:
11 What is your opinion about your teacher’s methods of teaching reading skills? a very effective b effective c not very effective d not effective at all
12 Which of the following techniques do you want your teacher to focus on? a predicting of the reading text b using games/ visual aids to introduce the text c combining reading with other skills d guessing the meaning of the words effectively e explaining carefully how to skim, scan, infer or guess the content, etc effectively f creating more interesting activities in reading process g other:
13 How often do you use supplementary text? a always b often c sometimes d rarely e never
14 How effective do you think of using supplementary texts? a very effective b effective c not very effective d not effective at all
Observation procedure of the real reading lesson
The researcher adapted a reading text in NHWP (Unit 11- Three plants that changed the world) to apply the suggested solutions The reasons why the teacher chooses this unit are followed:
First of all, the reading text is about three common plans that all students already know and have background knowledge about them including Tobacco, Sugar and
Cotton In addition, the text is thought to have a reasonable length and it contains a lot of illustrations which are able to get students’ attraction
This article discusses three types of plants that can help teachers design engaging activities, effectively manage the classroom, and place students at the center of the learning experience.